청각장애학교 음악교육 실태 및 활성화 방안

• Published in: 언어치료연구 Vol. 15; no. 1; pp. 51 - 69
• Main Authors: 김순연(Sun-Yeon Kim), 최성규(Sung-Kyu Choi)
• Format: Journal Article
• Language: Korean
• Published: 한국언어치료학회 01.03.2006
• Subjects: 교육학; 음악교육; 특수교육; music education; hearing impaired; special education; 청각장애
• ISSN: 1226-587X; 2671-7158

본 연구의 목적은 청각장애학교의 음악교육 실태와 활성화 방안을 제시하기 위함이었다. 선행연구를 참고하여 청각장애학교의 음악교육과 관련된 설문지 44문항을 개발하였다. 전국의 14개 청각장애학교의 초등부 담임 또는 음악교과 전담 교사, 그리고 중고등부의 음악 교사 59명을 대상으로 설문하였다. 본 연구의 결과는 청각장애학교의 음악교육은 교육과정과 관계없이 운영되고 있었으며 모두 유사한 방법으로 음악교육을 운영하고 있음을 알 수 있었다. 그리고 청각장애학교의 음악교육 활성화 방안으로는 학습자의 특성이 고려된 교육과정 및 학습 자료와 프로그램 개발 등이 요구되었다. 따라서 본 연구에서는 청각장애학교 음악교육의 활성화는 청각장애아동의 특성이 충분히 반영된 교육과정 개발과 적용이 선결되어야 하는 과제임을 시사하고 있다. Music is an essential for all people including students with hearing‐impaired. The purpose of the study was to examine the situation and future direction for music education in school for the hearing impaired and to develope musical skills as well as fine nature in hearing impaired students. To achieve this objective, the teacher questionnaire survey were conducted with 59 class teachers and music teachers at primary, middle and high school course in 14 schools for the hearing impaired, Korea. The results of the study were revealed as follows: First, based on the findings of the teacher questionnaire survey, the national common basic educational curriculum seems to be somewhat difficult to be applied as it is under the current situation of musical education in school for hearing impaired. Teaching and learning materials were insufficient at those schools, and various contents were taught in music class including rhythm, singing, musical instruments and music theories. Areas preferred by children were found such as songs with sign language, play with four Korean traditional percussion instruments, etc. This suggests that musical education in school for the hearing impaired is not composed of only contents in the textbooks. Second, with regard to activating musical learning in school for the hearing impaired, the most urgent requirements were music learning programs, materials, teaching tools and facilities. In addition, it was required to develop training programs for teachers and to increase the number of music subject teachers. KCI Citation Count: 3